Arts in Health, also known as Arts for Health, is an umbrella term used to describe the domain of using the arts to enhance our (mental) health and well-being. It involves a heterogeneous range of professionals who use the arts in various ways, with different goals and outcomes. The practices of these professionals can be placed on a continuum based on the variety of goals and outcomes, ranging from promoting social connection or well-being to treating (mental) health conditions. Recent discussions in the Netherlands have raised questions about the position of creative arts therapists on this continuum. This opinion paper addresses this issue by providing a brief overview of the development of the profession of creative arts therapists, the working areas of creative arts therapists and the growing evidence base of creative arts therapeutic interventions. The practices of creative arts therapists are positioned on the continuum, where the emphasis on and accountability for the clients’ (mental) health increases and evidence-informed use of the arts within a more clearly delineated and legally safeguarded professional framework are present. Knowing where the practices of creative arts therapists are placed can assist in identifying when to choose creative arts therapists, other professionals combining arts and healthcare, or a combination of professionals.
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In Community Art, visual and performing artists and theorists employ diverse modes of thinking and writing to explore the practices and concepts of the phenomenon of community art in western and non-western societies. The book does not offer a cut-and-dried theoretical model, but presents a new critical reformulation of community art in society.
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Adaptive governance describes the purposeful collective actions to resist, adapt, or transform when faced with shocks. As governments are reluctant to intervene in informal settlements, community based organisations (CBOs) self-organize and take he lead. This study explores under what conditions CBOs in Mathare informal settlement, Nairobi initiate and sustain resilience activities during Covid-19. Study findings show that CBOs engage in multiple resilience activities, varying from maladaptive and unsustainable to adaptive, and transformative. Two conditions enable CBOs to initiate resilience activities: bonding within the community and coordination with other actors. To sustain these activities over 2.5 years of Covid-19, CBOs also require leadership, resources, organisational capacity, and network capacity. The same conditions appear to enable CBOs to engage in transformative activities. How-ever, CBOs cannot transform urban systems on their own. An additional condition, not met in Mathare, is that governments, NGOs, and donor agencies facilitate, support, and build community capacities. This is the peer reviewed version of the following article: Adaptive governance by community-based organisations: Community resilience initiatives during Covid‐19 in Mathare, Nairobi. which has been published in final form at doi/10.1002/sd.2682. This article may be used for non-commercial purposes in accordance with Wiley Terms and Conditions for Use of Self-Archived Versions
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Teachers have a crucial role in bringing about the extensive social changes that are needed in the building of a sustainable future. In the EduSTA project, we focus on sustainability competences of teachers. We strengthen the European dimension of teacher education via Digital Open Badges as means of performing, acknowledging, documenting, and transferring the competencies as micro-credentials. EduSTA starts by mapping the contextual possibilities and restrictions for transformative learning on sustainability and by operationalising skills. The development of competence-based learning modules and open digital badge-driven pathways will proceed hand in hand and will be realised as learning modules in the partnering Higher Education Institutes and badge applications open for all teachers in Europe.Societal Issue: Teachers’ capabilities to act as active facilitators of change in the ecological transition and to educate citizens and workforce to meet the future challenges is key to a profound transformation in the green transition.Teachers’ sustainability competences have been researched widely, but a gap remains between research and the teachers’ practise. There is a need to operationalise sustainability competences: to describe direct links with everyday tasks, such as curriculum development, pedagogical design, and assessment. This need calls for an urgent operationalisation of educators’ sustainability competences – to support the goals with sustainability actions and to transfer this understanding to their students.Benefit to society: EduSTA builds a community, “Academy of Educators for Sustainable Future”, and creates open digital badge-driven learning pathways for teachers’ sustainability competences supported by multimodal learning modules. The aim is to achieve close cooperation with training schools to actively engage in-service teachers.Our consortium is a catalyst for leading and empowering profound change in the present and for the future to educate teachers ready to meet the challenges and act as active change agents for sustainable future. Emphasizing teachers’ essential role as a part of the green transition also adds to the attractiveness of teachers’ work.
Veel mensen met een spierziekte, ook wel neuromusculaire aandoeningen (NMA) genoemd, hebben een hulpvraag over conditie, en worden hiervoor begeleid door een fysiotherapeut. Door een gebrek aan richtlijnen ervaren fysiotherapeuten problemen met toepassing van aerobe training in de dagelijkse praktijk en is er een grote steunbehoefte m.b.t. het voorschrijven van training. De B-FIT trainingswijzer voorziet in deze behoefte door fysiotherapeuten praktische handvatten te bieden voor het voorschrijven van gepersonaliseerde aerobe training in de eigen leefomgeving. Na een succesvolle pilotstudie wordt de B-FIT trainingswijzer gebruikt in academische ziekenhuizen en revalidatiecentra in de 3e en 2e lijn in Nederland. B-FIT wordt echter beperkt toegepast door fysiotherapeuten in de 1e lijn, waar veel mensen met een NMA onder behandeling zijn. Er zijn verschillende mogelijke oorzaken, waaronder een gebrek aan kennis over NMA in de 1e lijn (door de zeldzaamheid van aandoeningen), en moeizame kennisoverdracht van de 2e/3e lijn naar de 1e lijn en vice versa. Er is meer inzicht nodig in mogelijke andere belemmerende en bevorderende factoren voor betere implementatie van B-FIT in de eigen leefomgeving onder begeleiding van een fysiotherapeut in de 1e lijn. Met een Community of Practice zullen deze factoren in kaart worden gebracht. Vervolgens wordt de B-FIT trainingswijzer doorontwikkeld voor optimale toepassing in de 1e lijn, en in een pilotstudie onderzoeken we de bruikbaarheid en evalueren we de tevredenheid onder fysiotherapeuten en patiënten. In dit project wordt een bestaand consortium met onderzoekers, revalidatieartsen en fysiotherapeuten vanuit universitair medische centra en revalidatiecentra en vertegenwoordigers van de patiëntenvereniging (Spierziekten Nederland) en beroepsvereniging (KNGF), verder uitgebreid met fysiotherapiepraktijken in de 1e lijn (MKB) en docenten van hogescholen. Dit project draagt bij aan verbeterde NMA zorg en verbeterde samenwerking tussen fysiotherapeuten in de 1e lijn en zorgprofessionals in de 2e/3e lijn (juiste zorg op de juiste plek), die hier allen van profiteren.
De theatervoorstelling Gevaarlijke Namen - Srebrenica 25 jaar roept veel emoties bij bezoekers op, zoals schaamte en boosheid over de Nederlandse rol in dezen. De bezoekers hebben behoefte om ‘iets te doen’, maar ze zijn handelingsverlegen. Dit onderzoek richt zich op het vervolg en handelingsalternatieven gekoppeld aan de voorstelling.
